Chapter 2: Assessing Learning Outcomes PDF

CHAPTER Assessing 2 Learning Outcomes Search Start ! KEY TERMS 1 Goals Objectives 2 Educational objectives/ instructional objectives 3 Specific/ behavioral objectives General/ expressive objectives 4 ...

CHAPTER Assessing 2 Learning Outcomes Search Start ! KEY TERMS 1 Goals Objectives 2 Educational objectives/ instructional objectives 3 Specific/ behavioral objectives General/ expressive objectives 4 KEY TERMS 1 Learning outcome 2 Learning activity Observable outcome 3 Unobservable outcome 4 KEY TERMS 1 Cognitive domain 2 Affective domain Psychomotor domain 3 Educational taxonomy 4  Learning Outcomes At the end of this chapter, the students should be able to: 1. Define the following terms: goals, objectives, and educational objectives/ instructional objectives, specific/ behavioral objectives, general/ expressive objectives, learning outcome, learning activity, observable outcome, unobservable outcome, cognitive domain, affective domain, psychomotor domain, and  Learning Outcomes 2. Write specific and general objectives; 3. Identify learning outcomes and learning activities; 4. Determine observable outcome and non- observable learning outcomes; 5. Identify the different levels of Bloom’s taxonomy;  Learning Outcomes 6. Identify the different levels of Krathwolh’s 2001 revised cognitive domain; 7. Write specific cognitive outcomes; 8. Write specific affective outcomes; 9. Write specific psychomotor outcomes; and 10. Write measureable and observable learning outcomes.  Motivational Activity- Talk Show Explain your understanding on the following: Goals Specific Objectives General/Expressive Objective Learning Activity Learning Outcome  M Purposes of Instructional Goals and Objectives T Purposes of W Instructional Goals and Objectives T F  Purposes of Instructional Goals and Objectives The purpose of the instructional goals and objectives. It provides direction for the instructional process by clarifying the intnded learning outcomes. It conveys instructional intent to other stakeholders such as students, parents, school officials, and the public. It provides basis for assessing the performance of the students by describing the performance to be measured.  M Goals and Objectives T Goals and W Objectives T F  Goals and Objectives 1 The terms goals and objectives are two different 2 concepts but they are related to each other. Goals and objectives are very important, most especially 3 when you want to achieve something for the students in any classroom activities. 4 GoalsGoalscan and Objectives never be 1 accomplished without objectives and you cannot get the objectives that you 2 want without goals. This means that goals and objectives are both tools that you need in order that you 3 can accomplish what you want to achieve. Below are the different descriptions 4 between goals and objectives.  Goals Objectives M Broad Narrow General Intention Precise T Intangible Tangible Abstract (less structured) Concrete W Cannot be validated as is Can be validated Long term aims what you want Short term aims what you to accomplish want to achieve T Hard to quantify or put in a Must be given a timeline to timeline accomplish to be more effective F Goal, General Educational Program Objectives, and M Instructional Objectives Goal, General T Educational Program Objectives, and W Instructional T Objectives F  Goals 1 A broad statement of very general educational outcomes that do not include 2 specific level of performance. It tend to change infrequently and in response to the societal pressure, e.g., learn problem solving 3 skills; develop high level thinking skills; appreciate the beauty of an art; be creative; and be competent in the basic skills in the area of grammar. 4  Instructional Objectives 1 Specific statement of the learners behavior or outcomes that are expected to be exhibited by the students after completing a unit of 2 instruction. Unit of instruction may mean: a two weeks lesson on polynomials; one week lesson on “parallelism after correlatives”; one class period on “ katangian ng wika.”At the end of the lesson 3 the students should be able to add fraction with 100% accuracy; the students should be able to dissect the frog following the correct procedures, 4 are examples of instructional objectives.  General Educational Program 1 Objectives More narrowly defined statements of educational outcomes that apply to specific 2 educational programs; formulated on the annual basis; developed by program coordinators, pricipals, and other school 3 administrators. 4  M Typical Problems Encountered When Writing Objectives T Typical Problems W Encountered When Writing Objectives T F  Problem Error Types Solutions M Too broad or complex The objective is too Simplify or break apart broad in scope or is actually more than one objective. T False or missing The objective does not Be more specific; make behavior, condition, or list the correct sure the behavior degree behavior, condition, condition, and degree and/ or degree, or it is are included W missing. False given Describe instruction, Simplify, include ONLY not conditions ABCDs. T False performance No true overt, Describe what behavior observable you must observe. performance listed F  M Four Main Things That Objectives Should Specify T Four Main Things That Objectives W Should Specify T F  M Four Main Things T Observable Audience Behavior W T F  M Four Main Things Special Stating T Conditions Criterion Level W T F  M Types of Educational Objectives T Types of Educational W Objectives T F 1. Specific or Behavioral M Objectives. T Precise statement of behavior to be exhibited by the students; the criterion by which W mastery of the objectives will be judged; the statement of the conditions under which T behavior must be demostrated. F  M Search Examples of behavioral objectives are: (1) Multiply three- T digit numbers with 95% accuracy. (2) List the months of the year in proper order from W memory, with 100% accuracy. (3) Encode 30 words per minute with at most three (3) errors using T computers. These activities specify specific educational F outcomes.  2. General or Expressive M Objectives Statement wherein the T behaviors are not usually specified and the criterion of the W performance level is not stated. It only describe the experience or educational activity to be done. T The outcome of the activity is not expressed in specific terms but in general terms such as understand, F interpret, or analyze.  M Search T Examples of expressive objectives: (1) Interpret the novel the Lion, the Witch, and the Wardrobe; (2) Visit W Manila Zoo and discuss what was of interest; (3) Understand the concept of normal distribution. T These examples specify only the activity or experience and broad educational outcome. F  M Search Instructional objective is a clear T and concise statement of skill or skills that students are expected to perform or exhibit after discussing a W certain lesson or unit of instruction. The components of instructional objectives are observable behaviors, T special conditions which the behavior must be exhibited and performance level considered F sufficient to demonstrate mastery.  M Search T When a teacher developed instructional objectives, he must W include an action verb that specifies learning outcomes. Some educators and education students T are often confused with learning outcome and learning activity. F  M Search An activity that implies a certain T product or end result of intructional objectives is called W learning outcome. If you write instructional objectives as a means or processes of attaining the end T product, then it is considered as learning activity. Hence, revise it so that the product of the activity F is stated. Learning Activities Learning Outcomes M Study Identify T Read Write W Watch Recall T listen List F  M Types of Learning Outcomes T TYPES OF LEARNING W OUTCOMES T F  M Search After developing learning outcomes the next step the teacher must consider is to identify T whether the learning outcome is stated as a measurable and observable behavior or non- measurable behavior. If learning outcome is W measurable then it is observable, therefore, always state the learning outcomes in observable behavior. Teacher should always develop T instructional objectives that are specific, measurable statement of outcomes of instruction F that indicates whether instructional intents have been achieved (Kubiszyn, 2007). The following are examples of verbs in terms of observable learning outcomes and unobservable learning outcomes. Observable Learning Non-observable Outcomes Learning Outcomes Draw Understand Build Appreciate List Value Recite Know add Be familiar  Examples of observable learning outcomes: 1 1. Recite the names of the characters in the story MISERY by Anton Chechov. 2 2. Add two-digit numbers with 100% accuracy. 3. Circle the initial sounds of words. 3 4. Change the battery of an engine. 4 5. List the steps of hyphothesis testing in order.  Examples of non-observable learning outcomes: 1 1. Be familiar with the constitutional provisions relevant to agrarian reforms. 2 2. Understand the process of evaporation. 3. aEnjoy speaking Spanish. 3 4. Appreciate the beauty of an art. 4 5. Know the concept of normal distribution.  M Types of Learning Outcomes to Consider T Types of Learning Outcomes to W Consider T F  M 1. Knowledge T 1.1 Terminology W 1.2 Specific facts 1.3 Concepts and principles T 1.4 Methods and procedures F  M 2. Understanding T 2.1 Concepts and principles 2.2 Methods and W procedures 2.3 Written materials, T graphs, maps, and numerical data F 2.4 Problem situations  M T 3. Application 3.1 Factual information W 3.2 Concepts and Principles 3.3 Methods and procedures T 3.4 Problem solving skills F  M T 4. Thinking skills W 4.1 Critical thinking 4.2 Scientific thinking T F  M T 5. General skills W 5.1 Laboratory skills 5.2 Performance skills 5.3 Communication skills T 5.4 Computational skills F  M T 6. Attitudes W 6.1 Social attitudes T 6.2 Scientific attitudes F  M T 7. Interests W 7.1 Personal interests 7.2 Educational interests 7.3 Vocational interests T F  M T 8. Appreciations W 8.1 Literature, art, and music T 8.2 Social and scientific achievements F  M T 9. Adjustments W 9.1 Social adjustments 9.2 Emotional adjustments T F  M Taxonomy of Educational Objectives T TAXONOMY OF EDUCATIONAL W OBJECTIVES T F  Cognitive Domain 1. Cognitive Domain called for outcomes of mental activity such as memorizing, reading problem solving, analyzing, synthesizing and drawing conclusions.  Affective Domain 2. Affective Domain describe learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection. Affective objectives vary from simple attention to selected phenomena to complex but internally consistent qualities of character and conscience. We found a large number of such objectives in the literature expressed as interests, attitudes, appreciations, values, and emotional sets or biases (Krathwohl et al., 1964 as cited by Esmane, 2011). It refers to the person’s awareness and internalization of objects and simulations, it focuses on the emotions of the learners.  Psychomotor Domain 3. Psychomotor Domain is characterized by the progressive levels of behaviors from observation to mastery of physical skills (Simpson, 1972 as cited by Esmane, 2011). This includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. It focused on the physical and kinesthetic skills of the learner. This domain is characterized by the progressive levels of behaviors from observation to mastery of physical skills.  Bloom and other educators work on cognitive domain, established and completed the hierarchy of educational objectives in 1956, it was called as the Bloom’s Taxonomy of the cognitive domain. The affective and psychomotor domains were also developed by other group of educators.  M Taxonomy of Educational Objectives T BLOOM’S REVISED W TAXONOMY T F  M Search Lorin Anderson a former student of Bloom T together with Krathwolh, revised the Bloom’s taxonomy of cognitive domain in the mid-90s in order to fit the more outcome-focused modern W education objectives. There are two major changes: (1) the names in the six categories from noun to active verb, and (2) the arrangement of T the order of the last two highest levels as shown in the given figure below. This new taxonomy reflects a more active form of thinking and is F perhaps more accurate.  1 2 3 4 Changes to Bloom’s Taxonomy Bloom’s Taxonomy in 1956 Anderson/Krathwolh’s in M 2001 1. Knowledge: Remembering or 1. Remembering: Objectives retrieving previously learned written on remembering level T (lowest cognitive level): Retrieving, material. recalling, or recognizing knowledge Examples of verbs that relate from memory. Remembering is to this function are: identify, when memory is used to produce W relate, list, define, recall, definitions, facts, or lists; to recite or retrieve material memorize, repeat, record name, recognize, acquire T Sample verbs appropriate for objectives written at the remembering level: state, tell, underline, locate, match, state, F spell, fill in the blank, identify, relate, list, define, recall, Bloom’s Taxonomy in 1956 Anderson/Krathwolh’s in M 2001 2. Comprehension: The ability 2. Understanding: Objectives to grasp or construct meaning written on the understanding T from material. level (higher level of mental ability than remembering, Examples of verbs that relate requires the lowest level of to this function are: restate, understanding from Wthe locate, report, recognize, explain, student): Constructing meaning express, identify, discuss, from different types of functions describe, review, infer, conclude, be they written or graphic T illustrate, interpret, draw, message activities like represent, differentiate interpreting, exemplifying, classifying, summarizing, F inferring, comparing and explaining.  Sample verbs appropriate M for objectives written at the understanding level: restate, locate, report, recognize, explain, express, identify, discuss, T describe, review, infer, conclude, illustrate, interpret, draw, represent, differentiate W T F Bloom’s Taxonomy in 1956 Anderson/Krathwolh’s in M 2001 3. Application: The ability to 3. Applying: Objectives written use learned material, or to on the applying level require T implement material in new and the learner to implement (use) concrete situations. the information: Carrying out or using a procedure through Examples of verbs that relate executing, or implementing. W to this function are: apply, relate, Applying relates and refers to develop, translate, use, operate, situations where learned organize, employ, restructure, material is used through T interpret, demonstrate, illustrate, products like models, practice, calculate, show, exhibit, presentations, interviews or dramatize simulations. F  Sample verbs appropriate M for objectives written at the applying level: apply, relate, develop, translate, use, operate, organize, employ, restructure, T interpret, demonstrate, illustrate, practice, calculate, show, exhibit, dramatize W T F Bloom’s Taxonomy in 1956 Anderson/Krathwolh’s in M 2001 4. Analysis: The ability to break 4. Analyzing: Objectives written down or distinguish the parts of on the analyzing level require the material into their the learner to break Tthe components so that their information into component organizational structure may be parts and describe the better understood. relationship. W Breaking materials or concepts into parts, Examples of verbs that relate determining how the parts relate to this function are: analyze, and interrelate to one anotherT or compare, probe, inquire, to an overall structure or examine, contrast, categorize, purpose. Mental actions included differentiate, investigate, detect, in this function F are survey, classify, deduce, differentiating, organizing and experiment, scrutinize, discover, attributing, as well as being able When one is analyzing, he/she can illustrate this mental function by M creating spreadsheets, surveys, charts, or diagrams, or graphic representations. T Sample verbs appropriate for objectives written at the analyzing level: analyze, W compare, probe, inquire, examine, contrast, investigate, detect, survey classify, deduce, experiment, scrutinize, discover, T inspect, dissect, discriminate, separate F Bloom’s Taxonomy in 1956 Anderson/Krathwolh’s in M 2001 5. Synthesis: The ability to put 5. Evaluating: Objectives written parts together to form a on the evaluating level require T the student to make a judgment coherent or unique new whole. about materials or methods. Examples of verbs that relate Making judgments based on to this function are: compose, criteria and standards trough W produce, design, assemble, checking and critiquing. create, prepare, predict, modify, Critiques, recommendations, and reports are some of the products plan, invent, formulate, collect, that can be created T to set up, generalize, document demonstrate the processes of combine, propose, develop, evaluation. In the newer arrange, construct, organize, taxonomy, evaluation comes F originate, derive, write before creating as it is often a necessary part of the precursory Remember this part has now changed places with the lastMone on the old taxonomy. Sample verbs appropriate for objectives written at Tthe evaluating level: appraise, choose, compare, conclude, decide, defend, evaluate, W give your opinion, judge, justify, prioritize, rank, rate, select, rate, support, value T F Bloom’s Taxonomy in 1956 Anderson/Krathwolh’s in M 2001 6. Evaluation: The ability to 6. Creating: Objectives written on judge, check, and even critique the creating level require the student to generate new ideas, T the value of material for a given purpose. products and ways of viewing things. Putting elements together Examples of verbs that relate to form a coherent or functional W to this function are: judge, whole; reorganizing elements into a new pattern or structure through assess, compare, evaluate, generating, planning, or producing. conclude, measure, deduce, Creating requires users to Tput argue, decide, choose, rate, parts together in a new way or select, estimate, validate, synthesize parts into something consider, appraise, value, new and different form or product. F criticize, infer This process is the most difficult mental function in the new  This one used to be No. 5 in Bloom’s taxonomy and Mwas known as the synthesis. Sample verbs appropriate for objectives written at Tthe creating level: change, combine, compose, construct, create, invent, design, formulate, W generate, produce, revise, reconstruct, rearrange, visualize, write, plan T F  M Cognitive Domain T Cognitive Domain W T F  Cognitive Domain Bloom’s taxonomy of cognitive domain is arranged according to the lowest level to the highest level. Knowledge as the lowest level followed by comprehension, analysis, application, synthesis and evaluation as the highest level. 1. Knowledge recognizes students’ ability to use rote memorization and recall certain facts. Test questions focus1 on identification and recall information. Sample verbs stating specific learning outcomes: 2 Cite, define, identify, label, list, match, name, recognize, reproduce, select, state Instructional objectives: 3 At the end of the topic, the students should be able to identify the different steps in testing hypothesis. Test Item: 4 What are the different steps in testing hypothesis? 2. Comprehension involves student’s ability to read course content, interpret important information and put other’s ideas into words. Test questions should focus on the use of facts, rules and 1 principles. Sample verbs stating specific learning outcomes: Classify, convert, describe, distinguish between, give 2 examples, interpret, summarize Instructional objectives: At the end of the lesson, the students should be able3 to summarize the main events of the story INVICTUS is grammaticallt correct English. 4 Test Item: Summarize the main events in the story INVICTUS in 3. Application students take new concepts and apply them to new situation. Test questions focus on applying facts 1and principles. Sample verbs stating specific learning outcomes: 2 Apply, arrange, compute, construct, demonstrate, discover, extend, operate predict, relate, show, solve, use Instructional objectives: 3 At the end of the lesson, the students should be able to write a short poem in iambic pentameter. Test Item: 4 Write a short poem in iambic pentameter. 4. Analysis students have the ability to take new information and break it down into parts and differentuate between them. The test questions focus on separation of a whole into components parts. 1 Sample verbs stating specific learning outcomes: Analyze, associate, determine, diagram, differentiate, discriminate, distinguish, estimate, point out, infer, outline, 2 separate Instructional objectives: At the end of the lesson, the students should ne able3 to describe the statistical tools needed in testing the difference between two means. 4 Test Item: What kind of statistical test would you run to see if there is a 5. Synthesis students are able to take various pieces of information and form a whole creating a pattern where one did not previously exist. Test question focuses on combining new 1 ideas to form a new whole. Sample verbs stating specific learning outcomes: 2 Combine, compile, compose, construct, create, design, develop, devise, formulate, integrate, modify, revise, rewrite, tell write 3 Instructional objectives: At the end of the lesson, the students should be able to compare and contrast the twoo types of error. 4 Test Item: 6. Evaluation involves students’ ability to look at someone else’s idea or principles and the worth of the work and the value of the conclusion. 1 Sample verbs stating specific learning outcomes: Appraises, assess, compare, conclude, contrast, criticize, 2 evaluate, judge, justify, support Instructional objectives: 3 At the end of the lesson, the students should be able to conclude the relationship between two means. Test Item: 4 What should the researcher conclude about the relationship in the population?  M Affective Domain T Affective Domain W T F  Affective Domain Affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection. Affective objectives vary from simple attention to selected phenomena to complex but internally consistent qualities of character and conscience.  Level Definition Sample Verbs M 1. Receiving Refers to being aware Example: of or sensitive to the Listens to the ideas of existence of certain others with respect. T ideas, materials, or phenomena and being Sample verbs appropriate able to tolerate them. for objectives written at The learners are the receiving level: masks, W willing to listen. chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, sits, erects, replies, T uses F  Level Definition Sample Verbs M 2. Responding Refers to the Example: commitment in some Participates in class measure to the ideas, discussions actively. T materials, or phenomena involved Sample verbs appropriate by actively responding for objectives written at to them. It answers the () level: answers, W question about ideas. assists, aids, complies, The learning outcomes conforms, discusses, greets, helps, labels, emphasize compliance performs, practices, T in responding, presents, reads, recites, willingness to respond, reports, selects, tells, writes. or satisfaction in F responding. The learners are willing  Level Definition Sample Verbs 3. Valuing Refers to the willingness Examples: M to be perceived by others Demonstrates belief in the as valuing certain ideas, democratic process. materials, phenomenon Shows the ability to solve T or behavior. It is based on problems. the internalization of a set of specified values, Sample verbs appropriate for objectives written at the while clues to these valuing level: completes, W values are expressed in demonstrates, differentiates, the learner’s overt explains, follows, forms, behavior and are often initiates, invites, joins, identifiable. This ranges justifies, proposes, reads, T from simple acceptance reports, selects, shares, to the more complex studies, works. state of commitment. F The learners are willing to be involved.  Level Definition Sample Verbs M 4. Refers to the ability to Examples: Organization relate the value to Explains the role of those already held and systematic planning T in bring it into a solving problems. harmonious and internally consistent Prioritizes time effectively to philosophy. Commits to meet the needs ofW the using ideas and organization, family, and incorporate them to self. different activities. It T emphasizes on comparing, relating and synthesizing values. F The learners are willing to be an Sample verbs appropriate M for objectives written at the organizing level: adheres, alters, arranges, combines, compares, T completes, defends, explains, formulates, generalizes, identifies, integrates, modifies, orders, W organizes, prepares, relates, synthesis T F  Level Definition Sample Verbs M 5. Incorporate ideas Examples: Characterization completely into by value or Shows self-reliance when practice, recognized by working independently. value set the use of them. The T value system that Values people for what they controls their behavior. are, not how they look. Instructional objectives W are concerned with the student’s general patterns of adjustment T such as personal, social, and emotional. The learners are F willing to change one’s behavior, Sample verbs appropriateM for objectives written at the characterizing level: discriminates, displays, influences, listens, modifies, T performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies W T F  M Psychomotor Domain T Psychomotor Domain W T F  Psychomotor Domain Psychomotor domain is characterized by the progressive levels of behaviors from observation to mastery of physical skills. Esmane (2011) includes physical movement, coordination, and use of the motor-skill areas.  Level Definition Sample Verbs M 1. Perception The ability to use Examples: sensory cues to guide Detects nonverbal motor activity. This communication cues. T ranges from sensory stimulation, through Estimate where a ball will cue selection, to land after it is thrown and translation. then moving to the correct W location to catch the ball. T F Sample verbs appropriate M for objectives written at the perception level: chooses, describe, detects, differentiates, distinguishes, T identifies, isolates, relates, selects W T F  Level Definition Sample Verbs M 2. Set Readiness to act. It Examples: includes mental, Recognizes one’s abilities physical, and emotional and limitations. Shows sets. These three sets desire to learn a Tnew are dispositions that process (motivation). predetermine a person’s response to Note: This subdivision W of different situations Psychomotor domain (sometimes called closely related to the “responding to phenomena” mindsets). subdivision of the Affective T domain. F Sample verbs appropriate M for objectives written at the set level: begins, displays, explains, moves, proceeds, reacts, shows, T states, volunteers W T F  Level Definition Sample Verbs M 3. Guided The early stages in Examples: Response learning a complex skill Performs a mathematical that includes imitation equation as demonstrated. T and trial and error. Adequacy of Follows instructions to build performance is a model. achieved by practicing. W Sample verbs appropriate for objectives written at the guided response level: copies, traces, T follows, reacts, reproduces, responds F  Level Definition Sample Verbs M 4. Mechanism This is the intermediate Examples: stage in learning a Uses a personal computer. complex skill. Learned responses have Repairs a leaking faucet.T become habitual and the movements can be Drives a car. performed with some W confidence and proficiency. T F Sample verbs appropriate M for objectives written at the mechanism level: assembles, calibrates, constructs, dismantles, T displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes sketches W T F  Level Definition Sample Verbs M 5. Complex The skillful Examples: Overt performance of motor Operates a computer Response acts that involves quickly and accurately. T complex movement patterns. Proficiency is Displays competence while indicated by a quick, playing the piano. accurate, and highly W coordinated performance, requiring a minimum of energy. T This category includes performing without hesitation, and F automatic performance. For example, players Sample verbs appropriate often utter sounds of for objectives written M at the complex overt satisfaction response level: assembles, builds, calibrates, constructs, dismantles, displays, fastens, T fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches W Note: The key words are the same as mechanism, but will have adverbs or adjectives that indicate that T the performance is quicker, better, more accurate, etc. F  Level Definition Sample Verbs M 6. Adaption Skills are well Examples: developed and the Responds effectively to individual can modify unexpected experiences. T movement patterns to fir special Modifies instruction to meet requirements. the needs of the learners. W Sample verbs appropriate for objectives written at the adaption level: Adapts, alters, changes, rearranges, T reorganizes, revises, varies F  Level Definition Sample Verbs M 7. Origination Creating new Examples: movement patterns to Creates a new gymnastic fit a particular situation routine. T or specific problem. Learning outcomes Sample verbs appropriate emphasize creativity for objectives written at based upon highly the Origination level: W developed skills. arranges, builds, combines, composes, constructs, creates, designs, initiates, makes, origibates. T F Thank You 1 2 3 4